One of my students came into today carrying this newpaper cover story. He then felt the need to tape it to his chair for everyone to see. I couldn't resist sharing.
Wednesday, November 5, 2008
Tuesday, November 4, 2008
I would vote for...
Today my class had to write a paragraph explaining their choice for president and why they would vote for that person if they were of age. Some of them were GREAT and I can't resist sharing. (I did correct spelling because it's impossible for me to type as atrociously as my students. I also put some periods in as needed, but left most of the grammar as is.)
I would vote for Obama. He will bring justice to American history. And he will be the first black president. Unlike McCain he doesn't believe in health insurance. But Obama wants us to live in peace. Obama will make a program to let them get life insurance if they don't have any. And that's why Obama is the right person for this country.
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I would like to vote for Barack Obama because he would help us become better citizens. Obama would make all the other presidents so happy and proud. I think Obama would love being a president and also love helping and supportng the US. I will love working for our country and our liberty. Would Obama be our next president or not?
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I would vote for Obama because he makes good choices for people. So people would be happy with their country. And because Obama wants to lower taxes so people will still have money. Obama wants people to be happy because he doesn't want people not having houses over their heads. So that is why I would vote for Obama.
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I vote for Obama because he has very great ideas for schools, and teachers, and less money for things at stores, and just too many great ideas for him to be the President of the United States.
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I would vote for Obama because he understands problems and wants to fix them. I also like his ideas to take people out of Irag and send more. Also I love his health plans, national security plans. I want Obama for president so he can make this country a better country. And because I think he is the bravest man to run for president. I like Obama because he doesn't want the USA to have big disagreements with those other countries he wants to talk to them unlike McCain.
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I would vote for Barack Obama. He will lower the taxes. He would help people that need it. He would help pay insurance. He wants to be fair. He wants to talk with other states.
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I would vote for Barack Obama because he will help people that don't have much money to pay the hospitals or like the doctors or something. He would help pay insurance for the people who need it. He would help that are on the streets and give them some money. If some stores have big prices that come with taxes he will lower the taxes so they won't have to pay a lot at the stores no more.
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I would vote for Obama because he will lower taxes. But increase taxes for people with hier incomes. He's supposedly very smart and intelligent. He will reward farmers, ranchers, and people who own forests. So vote for Obama. He should be our next president.
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I want McCain to win. I think he will help our country. I think since he does not want us to talk to disagreeable countries. I think that will stop wars. He will lower taxes for everyone. He will give top teachers a benefit.
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I want to vote for Obama because he would reward top teachers. He also cares about health care of all children. He wants to lower taxes but would raise taxes for people that have higher incomes and a lot of people aren't that rich. When Obama becomes president he wants to do all these things for us. Obama also cares about education in each school in the USA and would make math and science the most important thing.
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I would vote for Obama because I think he is more fair than McCain. He wants to increase the money for people that works at restuarants. I'm thinking that he will want gas prices to decrease the gas prices. He did not vote for Irag when he was in the war, but I'm not saying that he was in the war. Obama wants to reward top teachers with an invest $10 billions a year in early childhood education.
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I would like to vote for Barack Obama because he is a wealthy man he lives in Hawaii. When he grew up he said that he wanted to sail to America to live his dream by being and trying to get the job of being the president. When he got to America he though that in America he just had to get a lot of people to vote for him. But he was told that there were other people that wanted to be president that he had to beat and that he has to have a meeting with the judges to be president. When he got to the council he was up against John McCain and its been four days tonight you will know if he wins or not but if he does he is the first black man to be president.
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If I were 18 I would vote for John McCain. Why? Well John McCain wants to dig for oil in Alaska to lower gas prices here. He also offers better military health care for our soldiers in Iraq and Baghdad. We would also set some records! John McCain at 82 would be our oldest president. Sarah Palin, first woman Vice President. And people at my school laugh at me for hoping John McCain would be president and I think that is wrong. And Barack Obama promises higher gas prices. You wanna pay $6.00 per gallon by the end of the year?!?!? I didn't think so, so get out there and vote for John McCain today!
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I would vote for Obama because he is a Democrat. Obama promising change and tax cuts. He will fix the economy. Obama will also work with other countries. Barack Obama will stop unncessary wars like in Iraq.
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Senator Obama should be president because I think he understand more of what we need and what's going on about the economy and also he's a good pick for president and what's fair for the country and others if he's president for sure he's gonna bring peace to all countries and most of all our country. He's like the nicest person ever so vote for Senator Barack Obama.
Caption Says: "I'm Barack Obama and I approve this message."Cry Babies
I have a class of cry babies...the following examples will give you a clear description of how many tears I encountered in just ONE DAY!
It's about 3 minutes after the tardy bell rings in the morning and one of my students comes walking in and I notice he is a bit teary eyed. This student has cried many times before, and usually it's more like crying wolf, so I don't really pay much attention. After I notice him grabbing Kleenex after Kleenex to dry his tears. I finally ask him what's wrong...
William: "Nothing!"
Me: "Well, nothing doesn't usually makes someone cry like that."
W: "It's nothing!"
Me: "Okay. Well here's the deal. I can't let you sit in my classroom crying like that if I have no idea why."
W: "It's NOTHING!"
Me: "Something is making you very upset. Is it school or home?"
W: "School."
Me: "Is it in this classroom or outside."
W: "I'm not saying."
Me: "Are you upset with something I did or something else."
W: "Something else."
Me: "In specials, lunch, PE, recess?"
W: "I've been crying ever since choir this morning."
Me: "Are you upset about choir?"
W: "No."
****I'm not a dentist and have not been trained in how to pull teeth.**wink**
It turns out that there were some stray dogs roaming our school and he was very upset that the Animal Control was on their way to catch them. I then had to talk to him about what we can do for homeless animals and their owners will have a chance to find them. It's not okay that dogs are roaming around school because they can sometimes be dangerous and might even bite some children. BLAH BLAH BLAH! He wiped his tears away to finally join us in class...for the time being...
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Today was also our Explorer Excellence Awards. This award ceremony is to honor Perfect Attendance, A and A/B Honor Roll, and a few other rewards just for our kids. I thought it went very well and except for me mispronouncing my first student's name, there were no other glitches. As we were returning back to class, I noticed 2 students who were crying like infants. I knew they were both upset that they didn't win any awards, but that is what happens. That is what happens when you don't finish your work in class, when you don't turn in homework, and when you don't make it up during the allotted times every Friday afternoon. One of these students was William. He was very upset and was refusing to do his work. I've had many conversations with him about his grades before and he had no reason to be surprised by not winning an award. He is in 4th grade and has opportunity, after opportunity, after opportunity to get is work done, CORRECTLY. I asked him to talk to me outside and because of all of our previous discussions about his grades and chances, this is what I had to say: "William...I understand you are very upset because you didn't win an award. I really have no sympathy for you at this point because I gave you chance after chance to turn in all of your work. There are some teachers who don't give as many chances. If you are out here crying, that means you are already getting behind on the work for this 9 weeks. If I were you, I would go back to my desk and finish my work. You will not come in my room crying like this because this is not a surprise. This is a result of your actions last 9 weeks. You can change it if you want, but you can't change that sitting out here. When you've stopped crying, you may come back in."William finally joined us back in class, with only minutes to spare before we were headed to PE.
He sat down very dramatically in his chair and gave me the look of death. Too bad the look of death doesn't work on teachers...since they are Stare Professionals. I told him to join us in line to leave and his response was a very angry, "NO!" I told him he could then come with me so we could visit the Principal's office. He got up, slammed his chair around and grunted, "I hate this school anyway." See, I don't take any of this personally because I dealt with much worse last year, students who didn't necessarily hate the school, but might have hated me at some points.
I took him to PE, the principal was busy, and returned to my room to call his dad. I let him know what was going on and he said he would be to the school immediately. Dad and William had a nice long chat and talked about what they can do to prevent this problem in the future.
Problem #1 resolved!
--------------------------------------------------------------------------------------------------------Problem #1 resolved!
My other student who had been crying after the award ceremony ended getting over it very quickly. I will talk to her this week about goals for this 9 weeks and how she can meet them.
Problem #2 sort of resolved!
--------------------------------------------------------------------------------------------------------Problem #2 sort of resolved!
Problem #3 unresolved!
-----------------------------------------------------------------------------------------------------------As I was getting ready to take the bus riders to the buses, I notice a student using her cell phone and causing a distraction in the line. The bell has yet to ring and regardless, the school/district policy is that no cell phones are allowed to be visible at school. I ask her to hand me the phone and she gets very upset. (This is not a student in my class.)
Student: "But I need my phone to call my mom after school."
Me: "I'm sorry. The rule is no cell phones at school. You had yours out were causing a distraction. I will turn your phone into the office and your mom can get it there."
Student: "But I am supposed to call her on the way home."
Me: "On the bus on the way home? Cell phones are not allowed on the bus either. Your phone is not to be out at school."
Student: "I only had it out because I got a text message."
Me: "Hmmm, a text message? You said your phone was to call your mom. You were text messaging with your phone. That is not okay and I will again tell you that it will be in the office for your mom to pick up."
I turn the phone in, take care of some after-school business and return to my classroom to find a voicemail and e-mail from this student's parent. She is very upset and said her daughter would NEVER have her phone out when she wasn't supposed to. She had more words to say, but none of importance (ha!). I told the vice principal about this situation and it is now under her control.
Problem #4 resolved!
----------------------------------------------------------------------------------------------------------As I was sending kids to particular buses, one of my very trusty-worthy students came to me and said that another student (not in my class) was throwing rocks. As I turn around to ask him about it, a rock hits me in the leg. I'm talking about a nice (inch-sized) rock. I ask him if he threw the rock and his reply, "I didn't throw a rock. I don't know what you're talking about." LIAR LIAR PANTS ON FIRE! ahhhhhhhh....I may not have been so bothered by it if I hadn't dealt with all of these other situations in one day. I ended up writing this student up after talking to his teacher and asking what needed to be done. Turns out, this was not his only behavior incident today.
Problem #5 semi-resolved!
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All of this happens in one day and now I get to be at home relaxing in front of election results. Yes it is exciting, but not exactly the type of TV that helps my mind forget about today.
All of this happens in one day and now I get to be at home relaxing in front of election results. Yes it is exciting, but not exactly the type of TV that helps my mind forget about today.
Monday, November 3, 2008
Obama Wins!
Today our school hosted a mock election. There were voting booths set up in the science lab where the kids could walk to and place their vote. Most of the kids were very excited because they've been talking about who they would vote for for weeks. They finally had their chance today. Some of them thought that today's vote would actually count towards the general election tomorrow, but I had to clarify that our vote was to see who would win if our school was in charge.Throughout the day, I was continually asked, "Who won?" "I don't know...they have to count the ballots and will announce them at the end of the day," I responded many times. The time finally came...
"May I please have your attention. I would like to announce the results of today's presidential election. Please remember that this does not affect the outcome of the national election. Barack Obama received 584 votes and John McCain received 192 votes. Obama won by a landslide.
The classroom erupted into loud cheers. I know that most of my kids had been saying Obama's name every chance they could and shunned any mentions to John McCain. I, of course, am unable to tell my kids who I voted for because I feel it's my opinion and don't need them going home telling their parents who I voted for...that just causes unneeded tension with parents who disagree with my stance. We'll see how things turn out tomorrow...
Can I haunt you?
It was a bit crazy having Halloween on a Friday. The kids were so excited about their trick-or-treating that would take place later that night. They came in a bit crazy and didn't want to think about their morning work. I finally had them settled and we began our usual routine...but not after a bit of questioning from Victor: "Can I haunt you? Can I haunt you on your bicycle? Can I haunt you now?"
Today was the perfect day to do a learning lesson with Oreos as well...not! Actually it wasn't so bad, but they were so energetic from the thought of the evening's activities, that our Oreo lesson only added to that excitement. After some initial excitement, we got through our phases of the moon Oreo demonstration with very little rule breaking...only a few plastic forks were thrown in the process. Because of health rules for food at school, I was not allowed to let the kids eat their Oreos in my classroom, so I made it perfectly clear:
Me: "You are NOT allowed to eat your Oreos IN THIS CLASSROOM. I am not allowed to let you eat these Oreos IN THIS CLASSROOM. I will not answer anymore questions about where and when you can eat your cookies, but you may not eat them IN THIS CLASSROOM. And, if you are going to break the rules and eat them, you MUST eat your lunch first. They are dessert, not your lunch."
Class: "So Ms. L, can we eat them in the cafeteria?"
Me: "I'm not answering that."
Other Kids: "She isn't going to tell you that you can eat them, but if you bring them to lunch you will be okay."
Me: "You might want to listen to your friends."
Kids: "See, I told you!"
The rest of the day went off seemingly uneventful, which was very nice and unexpected.
Above is the scariest Halloween costume ever seen!
Today was the perfect day to do a learning lesson with Oreos as well...not! Actually it wasn't so bad, but they were so energetic from the thought of the evening's activities, that our Oreo lesson only added to that excitement. After some initial excitement, we got through our phases of the moon Oreo demonstration with very little rule breaking...only a few plastic forks were thrown in the process. Because of health rules for food at school, I was not allowed to let the kids eat their Oreos in my classroom, so I made it perfectly clear:
Me: "You are NOT allowed to eat your Oreos IN THIS CLASSROOM. I am not allowed to let you eat these Oreos IN THIS CLASSROOM. I will not answer anymore questions about where and when you can eat your cookies, but you may not eat them IN THIS CLASSROOM. And, if you are going to break the rules and eat them, you MUST eat your lunch first. They are dessert, not your lunch."
Class: "So Ms. L, can we eat them in the cafeteria?"
Me: "I'm not answering that."
Other Kids: "She isn't going to tell you that you can eat them, but if you bring them to lunch you will be okay."
Me: "You might want to listen to your friends."
Kids: "See, I told you!"
The rest of the day went off seemingly uneventful, which was very nice and unexpected.
Above is the scariest Halloween costume ever seen!Wednesday, October 29, 2008
A back that looks like a beard...
Today we had an author visit by the name of Matthew McElligott. Our librarian suggested we read some books before he arrives so that our kids would be familiar with his work before he talked to them. I read aloud Backbeard: Pirate for Hire and The Spooky Book. While I was reading these books aloud, I didn't think much of them...they weren't all that special. The kids enjoyed the ridiculous humor in them and that was good...isn't a book a good place to have some ridiculous humor?
Today during his visit, he really showed kids how much perseverance it takes to be an author. He talked about how many times he rereads his books, edits and revises before he can ever think about sending it off to the publisher. (Which was good because our kids think it's perfect after their first rough draft.) He talked about how many times the publisher might ask him to change things and then he has to rewrite again. I hope the kids picked up on the message that even though he's a professional writer, it's rarely perfect, even after 15 revision sessions.
One thing that truly interested me during the visit was his use of technology. I apparently did not notice while reading his books the real-ness of the illustrations. It turns out that he takes pictures of textures in his life and then uses Photo Shop to import them into his sketches. He demonstrated how he did this today with 3 kids from the audience. He took pictures of their shirts and then imported them as tablecloths, jackets, and a dress for a grandma. It was probably one of the coolest things I've ever seen. His website gives a more detailed description of how he actually goes about this...it's worth checking out.
Overall, I enjoyed his visit. Parts of it were tedious and a bit boring, but I think the kids really did enjoy what he had to say.
http://matthewmcelligott.com/wordpress/?cat=15
Today during his visit, he really showed kids how much perseverance it takes to be an author. He talked about how many times he rereads his books, edits and revises before he can ever think about sending it off to the publisher. (Which was good because our kids think it's perfect after their first rough draft.) He talked about how many times the publisher might ask him to change things and then he has to rewrite again. I hope the kids picked up on the message that even though he's a professional writer, it's rarely perfect, even after 15 revision sessions.
One thing that truly interested me during the visit was his use of technology. I apparently did not notice while reading his books the real-ness of the illustrations. It turns out that he takes pictures of textures in his life and then uses Photo Shop to import them into his sketches. He demonstrated how he did this today with 3 kids from the audience. He took pictures of their shirts and then imported them as tablecloths, jackets, and a dress for a grandma. It was probably one of the coolest things I've ever seen. His website gives a more detailed description of how he actually goes about this...it's worth checking out.
Overall, I enjoyed his visit. Parts of it were tedious and a bit boring, but I think the kids really did enjoy what he had to say.
http://matthewmcelligott.com/wordpress/?cat=15
We Won!
I've been meaning to post that our Red Ribbon Week "Strike Out Drugs" door won for our grade level! My kiddos were very happy and as was I!
Tuesday, October 28, 2008
OMG...is this for real?
Some of these are too good or sad not to share.
It was hard for me to get over what had happened to my aunt Lila. It all started out when my mom, grandma, grandpa, and brother went to the doctor. My aunt and my cousin and I stayed home. My aunt told my cousin and I to go wake up Lila because my aunt was going to the store so Lila could watch us. So we ran up stairs to wake her up. She was laying face down on her pillow. We tried tapping her but she wouldn't wake up. Not we tried whacking her with her pillow. Finally my cousin noticed something on the pillow, a face shaped oval. We went downstairs to show my aunt. My aunt ran upstairs because we could say anything. We waited for her to come back downstairs. We slowly walked upstairs to see what had happened. The door was shut where my aunt was. I opened the door and hear my aunt crying. "What's wrong?" I asked in a scared voice. "Your aunt Lila is....dead." We started pouring with tears all day. My cousin Genny came home and heard what had happened to her mom. A week later after Christmas, we had her funeral. Over four-hundred people that were family showed up. Lila was an important member of our family.
My grandma told me a story about my aunt Lila and I want to share it. My mom, Lila, aunt Erica were playing on the stairs. They were running up and down the stairs chasing each other. My aunt Lila slipped and rolled down the stairs bumping her head on each and every bar. My grandma said, "She banged her head really hard and she had a seizure (a bruise on her brain). She didn't get a long life because she only like 29 years. She means everything to me because she gave me everything I wanted. Now she is going FOREVER. Father wanted her.
It was hard for me to get over what had happened to my aunt Lila. It all started out when my mom, grandma, grandpa, and brother went to the doctor. My aunt and my cousin and I stayed home. My aunt told my cousin and I to go wake up Lila because my aunt was going to the store so Lila could watch us. So we ran up stairs to wake her up. She was laying face down on her pillow. We tried tapping her but she wouldn't wake up. Not we tried whacking her with her pillow. Finally my cousin noticed something on the pillow, a face shaped oval. We went downstairs to show my aunt. My aunt ran upstairs because we could say anything. We waited for her to come back downstairs. We slowly walked upstairs to see what had happened. The door was shut where my aunt was. I opened the door and hear my aunt crying. "What's wrong?" I asked in a scared voice. "Your aunt Lila is....dead." We started pouring with tears all day. My cousin Genny came home and heard what had happened to her mom. A week later after Christmas, we had her funeral. Over four-hundred people that were family showed up. Lila was an important member of our family.
My grandma told me a story about my aunt Lila and I want to share it. My mom, Lila, aunt Erica were playing on the stairs. They were running up and down the stairs chasing each other. My aunt Lila slipped and rolled down the stairs bumping her head on each and every bar. My grandma said, "She banged her head really hard and she had a seizure (a bruise on her brain). She didn't get a long life because she only like 29 years. She means everything to me because she gave me everything I wanted. Now she is going FOREVER. Father wanted her.
No I in "team"
Here's another one...
I lived to play kickball and everybody loved how I played. One day we had a tournament against the greatest team. I played. I was the catcher. It was really hard running after the ball. The girls kick very hard and when I caught their ball, they hurt my arm, but I know I'm dong good and my family knows I'm doing good. Then I got enough strength to keep playing this game and still I will not give up on my team. There is not an I in team is there? So I'm not going to give up on my team. I have been on that team for years and never gave up on them, so I hope they don't give up on me because I never will give up on them or on anything, so that's why you keep trying. Not bad stuff, but good. It was hard, but you will get through it.
Part of this paper sounds a little like an inspirational speaker http://www.dallasisd.org/keynote.htm from Dallas.
I lived to play kickball and everybody loved how I played. One day we had a tournament against the greatest team. I played. I was the catcher. It was really hard running after the ball. The girls kick very hard and when I caught their ball, they hurt my arm, but I know I'm dong good and my family knows I'm doing good. Then I got enough strength to keep playing this game and still I will not give up on my team. There is not an I in team is there? So I'm not going to give up on my team. I have been on that team for years and never gave up on them, so I hope they don't give up on me because I never will give up on them or on anything, so that's why you keep trying. Not bad stuff, but good. It was hard, but you will get through it.
Part of this paper sounds a little like an inspirational speaker http://www.dallasisd.org/keynote.htm from Dallas.
Devil Stuff
This was written as part of a composition for a writing benchmark:
"It's about to be Halloween! When it's Halloween you can dress up as a scary person. Like me, I dress up as a scary person, or not. the only thin that I hate about Halloween is that some times people dress up more scarier than me and I go crazy. But the real part that I really hate the most is...I'M NOT ALLOWED TO GO TRICK OR TREATING SOME TIMES! Because my mom and dad are Christian, that's the good thing, but since they are Christian, I can't go because they say that Halloween is like devil stuff like dressing up as a devil, scaring smaller kids than you, pretending that you are really the scary person that you're dressed up as, scaring kids when they try to get candy out of those buckets that you put candy inside and once you put your hand inside and touch the bucket, a scary hand comes out grabbing your arm and scream like a little girl in a party being drunk. And sometimes they say that bad people put like bad things in the candy so when the kids eat it they get suck. But I guess kids don't know that, that's why they trick or treat. But what I do when I can't go trick or treating is I watch scary movies, play with my toys at home, go for a family hang out at stores and just hang out outside, buy new things at the store and the most fun thing is...GO TO SLEEP! And you know why I go to sleep? Because I'm lazy at my house, but I have to do my homework and do all sorts of things at home. And it's kind of fun at my house so that is what I do at home. It's kind of fun without going trick or treating and hanging out with my family.
I hope you found as much humor in this paper as I did, without me having to point out specific moments!
"It's about to be Halloween! When it's Halloween you can dress up as a scary person. Like me, I dress up as a scary person, or not. the only thin that I hate about Halloween is that some times people dress up more scarier than me and I go crazy. But the real part that I really hate the most is...I'M NOT ALLOWED TO GO TRICK OR TREATING SOME TIMES! Because my mom and dad are Christian, that's the good thing, but since they are Christian, I can't go because they say that Halloween is like devil stuff like dressing up as a devil, scaring smaller kids than you, pretending that you are really the scary person that you're dressed up as, scaring kids when they try to get candy out of those buckets that you put candy inside and once you put your hand inside and touch the bucket, a scary hand comes out grabbing your arm and scream like a little girl in a party being drunk. And sometimes they say that bad people put like bad things in the candy so when the kids eat it they get suck. But I guess kids don't know that, that's why they trick or treat. But what I do when I can't go trick or treating is I watch scary movies, play with my toys at home, go for a family hang out at stores and just hang out outside, buy new things at the store and the most fun thing is...GO TO SLEEP! And you know why I go to sleep? Because I'm lazy at my house, but I have to do my homework and do all sorts of things at home. And it's kind of fun at my house so that is what I do at home. It's kind of fun without going trick or treating and hanging out with my family.
I hope you found as much humor in this paper as I did, without me having to point out specific moments!
Saturday, October 25, 2008
Red Ribbon Week
Of all weeks, this week we had Red Ribbon Week...Drug Free is the way to be! We had activities we had to do correlating to the theme. We had of course to talk about what it meant, sign a pledge to be drug-free, wear something special each day of the week, remember to wear our red ribbons every day, and decorate our door with a drug-free theme.
I just wanted to share the door that one of the students in my class created...idea and construction.
I just wanted to share the door that one of the students in my class created...idea and construction.
Is it fixed yet?
This week was a bit of a struggle in more than one way. We had two early release days, afternoons filled with conferences, Red Ribbon Week activities, and NO COPY MACHINE! Well, let me rephrase that. We have 3 copy machines in the school, but individual codes for each teacher that only work on one machine. The machine I use was broken. It actually broke last Thursday and the repair man was supposed to have it fixed by Monday. It was finally repaired by late Thursday afternoon (one week later).
If you've ever thought about how hard it might be to teach without a copy machine, amplify that by about 10. Not only were we unable to copy homework, but we were also unable to share writing plans that we only had hard copies of. Maybe it wouldn't have been so bad if all the other stress factors hadn't been present this week. All I hope is that next week is marginally less stressful and tiring.
If you've ever thought about how hard it might be to teach without a copy machine, amplify that by about 10. Not only were we unable to copy homework, but we were also unable to share writing plans that we only had hard copies of. Maybe it wouldn't have been so bad if all the other stress factors hadn't been present this week. All I hope is that next week is marginally less stressful and tiring.
HOLA!
Wednesday I was informed that I would be getting a new student on Thursday. Surprisingly I was excited about this...you see, I didn't have the maximum amount of kids that I could in my class and it's better to be maxed out so that you aren't the revolving classroom door later in the year. I welcomed a new student this early in the year.
The next thing I found out is that she does not speak any English. She had been offered the chance to attend a school in our district for Spanish Bilingual, but parents denied those services. The thought of having a student with no English ability might have concerned me if I didn't have an aide in my classroom all day who is fluent in Spanish. I also have two students who speak Spanish at home. AND...I did spend a summer in Paraguay, pretending to speak Spanish. Well, this all came in handy when she came in my classroom. My aide greeted them and I think reassured the parents that she would be okay. Immediately, some of my Spanish came flowing back. Some words I have to search through my internal dictionary for while others were found in my two other students. :)
Friday rolled around and everything seemed well. My aide translated a math assessment in order to see what she knew. Unfortunately, she doesn't know division and that is a bit of a concern because we have already learned that. Specials came and I sent the kids off to run like crazies in PE. When I picked them up, Alexandra was hysterical. She was complaining that her stomach hurt. I told her to go to the bathroom and she started babbling and doing everything to avoid the bathroom. She did not want to go to the nurse like I was telling her to. (Yes, I was saying all of this in Spanish.) I eventually had her ushered to the nurse by one of my Spanish-speaking students. Apparently she hadn't eaten in a few days and hasn't slept well due to all of the changes in her life right now. She ended up going home sick and probably a bit scared. It's going to be an interesting year for her and myself. I know how I felt in Paraguay where nobody spoke English, so I understand her confusion and even pain. I've spoken more Spanish in the last two days than I have since I returned from Paraguay...hopefully it will ease her transition.
The next thing I found out is that she does not speak any English. She had been offered the chance to attend a school in our district for Spanish Bilingual, but parents denied those services. The thought of having a student with no English ability might have concerned me if I didn't have an aide in my classroom all day who is fluent in Spanish. I also have two students who speak Spanish at home. AND...I did spend a summer in Paraguay, pretending to speak Spanish. Well, this all came in handy when she came in my classroom. My aide greeted them and I think reassured the parents that she would be okay. Immediately, some of my Spanish came flowing back. Some words I have to search through my internal dictionary for while others were found in my two other students. :)
Friday rolled around and everything seemed well. My aide translated a math assessment in order to see what she knew. Unfortunately, she doesn't know division and that is a bit of a concern because we have already learned that. Specials came and I sent the kids off to run like crazies in PE. When I picked them up, Alexandra was hysterical. She was complaining that her stomach hurt. I told her to go to the bathroom and she started babbling and doing everything to avoid the bathroom. She did not want to go to the nurse like I was telling her to. (Yes, I was saying all of this in Spanish.) I eventually had her ushered to the nurse by one of my Spanish-speaking students. Apparently she hadn't eaten in a few days and hasn't slept well due to all of the changes in her life right now. She ended up going home sick and probably a bit scared. It's going to be an interesting year for her and myself. I know how I felt in Paraguay where nobody spoke English, so I understand her confusion and even pain. I've spoken more Spanish in the last two days than I have since I returned from Paraguay...hopefully it will ease her transition.
Parent Conferences
This week we had two early release days so that we could have the afternoon for parent conferences. Seeing how most of my class is very well-behaved and almost on grade level, I wasn't too concerned. I had it planned out that they would share something with their parents they've done or like about the class and then we would talk about their goals and what they need to do.
Here they come...and I'm the smiling, happy teacher their kids hopefully talk about. I tell each of them how much I enjoy having their child in class, how they participate, they turn in their homework on time, and how respectful they are. It's almost the same spiel after spiel, differing a bit depending on how many multiplication facts they know and what difficulties they're having with reading, if any. Every student and parent get the same spiel about preparing for the writing TAKS test in late February and what will be expected by then.
Now, I do have a few students that have very talkative and playful personalities and those conferences were a bit more difficult. If I learned anything from my student teaching cooperative teacher, it is that you have to address the problem as it is. The issues that needed to be addressed were nothing new, their parents were aware. In fact, we talked about it like a real problem and how it was going to be fixed and what happens if it isn't. All of the parents were very supportive and understood the problems. They are going to talk about appropriate behavior in order to improve what's happening at school. It helps when the kids know the parents know what's going on and they will be concerned about it and keeping in touch.
Overall, I was very happy with the way the parent conferences turned out and I reassured them all they have wonderful kids and they are assets to our class.
Here they come...and I'm the smiling, happy teacher their kids hopefully talk about. I tell each of them how much I enjoy having their child in class, how they participate, they turn in their homework on time, and how respectful they are. It's almost the same spiel after spiel, differing a bit depending on how many multiplication facts they know and what difficulties they're having with reading, if any. Every student and parent get the same spiel about preparing for the writing TAKS test in late February and what will be expected by then.
Now, I do have a few students that have very talkative and playful personalities and those conferences were a bit more difficult. If I learned anything from my student teaching cooperative teacher, it is that you have to address the problem as it is. The issues that needed to be addressed were nothing new, their parents were aware. In fact, we talked about it like a real problem and how it was going to be fixed and what happens if it isn't. All of the parents were very supportive and understood the problems. They are going to talk about appropriate behavior in order to improve what's happening at school. It helps when the kids know the parents know what's going on and they will be concerned about it and keeping in touch.
Overall, I was very happy with the way the parent conferences turned out and I reassured them all they have wonderful kids and they are assets to our class.
Thursday, October 23, 2008
So many thoughts, so little time.
I have quite a few blogs I want to write, but am too tired to write them tonight. I will get them all in this weekend...
- Parent Conferences
- New Student
- Victor and Elliot
- William Quits
- Copy Machines
- And whatever happens tomorrow!
- Parent Conferences
- New Student
- Victor and Elliot
- William Quits
- Copy Machines
- And whatever happens tomorrow!
Monday, October 20, 2008
Are you refusing to work?
I have a very difficult students who I'm sure I've talked about before, but can't remember his alias. I guess I'll rename him with...Elliot. Elliot is severely unmotivated in most content areas, but especially in reading and writing. He often does not participate during reading mini lessons or write during Writers' Workshop. I've tried many things to get him going, but he just doesn't seem to care. I would like to rephrase that. He does seem to care, because when I talk about his behavior or refusal to work, he often gets a very angry look like he is upset with himself. In most cases, I understand where a child's anger or dislike for a certain type of work come to play, but with Elliot, it happens so often that I'm confused by it.
Today during math, we were noticing patterns when multiplying by 10s, 100s, 1000s. The class had a sheet to follow along with. We talked about the pattern, the answer for each one, and how we would figure out the next. Well, we excluded Elliot. I sauntered (we're learning about verbs of steel as well) to his desk only to notice all the blanks were filled with question marks. The first words out of my mouth were, "This is unacceptable!" I said this first because this was a discussion I was about to have for about the 10th time with Elliot. We've talked about it being unacceptable to write a question mark in the blank when we are working as a group and when there are 2 teachers to help (myself and my aide). I erased all of the question marks for him, tried to get him going again and he just put his head down. I asked, "Are you refusing to do your work?" He nodded his head.
-- I am documenting exactly how I handled the situation. I would not handle this type of situation like this every time, but I have given this child about 300 chances in many different settings within our classroom. You may not agree with this, but at the moment, and still during reflections, I agree with what I did. Also keep in mind that I already have a conference scheduled for tomorrow with this child's parents.--
I asked Elliot to leave my classroom. My door was already propped open, so I asked him to sit right in the doorway. When I got the rest of the class back on track, I asked Elliot if he was ready to re-enter our classroom and return to work. If he was not, I told him that he could go sit in Ms. H's room next door. (She is aware of this student's behavior and is very helpful in stressful times.) He followed me back to his desk and immediately put his head down. I said, "Grab your paper. You are going to Ms. H's room." "I don't want to go in there." "I'm sorry. It is not a choice. I gave you a choice to work and you chose not to. You have no more choices." He went to Ms. H's room and sat for the remainder of math.
I obviously have to figure out some way to motivate this student to work, but I'm stumped. He HATES cooperative work (and we do a lot of that), he hates anything that takes too much energy, he hates talking in front of the class (which I don't force on any child), and he hates when I ask him to do something. This child is very bright in math (commended on our state test last year) and fairly competent in reading. Unfortunately, he has only shown me that he is incapable of doing work without my step-by-step-by-step guidance....uuuugggghhhh!
Today during math, we were noticing patterns when multiplying by 10s, 100s, 1000s. The class had a sheet to follow along with. We talked about the pattern, the answer for each one, and how we would figure out the next. Well, we excluded Elliot. I sauntered (we're learning about verbs of steel as well) to his desk only to notice all the blanks were filled with question marks. The first words out of my mouth were, "This is unacceptable!" I said this first because this was a discussion I was about to have for about the 10th time with Elliot. We've talked about it being unacceptable to write a question mark in the blank when we are working as a group and when there are 2 teachers to help (myself and my aide). I erased all of the question marks for him, tried to get him going again and he just put his head down. I asked, "Are you refusing to do your work?" He nodded his head.
-- I am documenting exactly how I handled the situation. I would not handle this type of situation like this every time, but I have given this child about 300 chances in many different settings within our classroom. You may not agree with this, but at the moment, and still during reflections, I agree with what I did. Also keep in mind that I already have a conference scheduled for tomorrow with this child's parents.--
I asked Elliot to leave my classroom. My door was already propped open, so I asked him to sit right in the doorway. When I got the rest of the class back on track, I asked Elliot if he was ready to re-enter our classroom and return to work. If he was not, I told him that he could go sit in Ms. H's room next door. (She is aware of this student's behavior and is very helpful in stressful times.) He followed me back to his desk and immediately put his head down. I said, "Grab your paper. You are going to Ms. H's room." "I don't want to go in there." "I'm sorry. It is not a choice. I gave you a choice to work and you chose not to. You have no more choices." He went to Ms. H's room and sat for the remainder of math.
I obviously have to figure out some way to motivate this student to work, but I'm stumped. He HATES cooperative work (and we do a lot of that), he hates anything that takes too much energy, he hates talking in front of the class (which I don't force on any child), and he hates when I ask him to do something. This child is very bright in math (commended on our state test last year) and fairly competent in reading. Unfortunately, he has only shown me that he is incapable of doing work without my step-by-step-by-step guidance....uuuugggghhhh!
Saturday, October 18, 2008
Back in the old'en days!
Yesterday, the fourth graders at my school ventured out to the Bob Bullock Texas State History Museum. I was well prepared and knew my class would be well-behaved.
We started out seeing an IMAX movie about Texas, which I really enjoyed. I sat next to Victor during this movie, which I also really enjoyed. He seemed to love the movie and also asking me which city every clip was of. After the IMAX, we had some time to view the exhibit before lunch. My kids broke off into their groups and went to work on their assignments. (Yes, they had an assignment!) There were specific parts of the exhibit that they had to answer questions about or compare to another part. As the teacher, I took the most difficult group of kids. They aren't necessarily badly behaved, but this group of kids tends to get over excited and that affects their behavior in a negative way. I took these guys for myself so I wouldn't have to later get onto them for not listening to the chaperons.
Overall, the reports from the chaperons were all wonderful! The kids were very well-behaved, followed the agreements we made about behavior in a museum, and represented our school positively. Now, we were not the only school at the museum. There was a school from another city who must have not discussed museum etiquette. While I had my group looking at part of an exhibit, this other group of kids pushed their way in front of my class and was grabbing everything. They were also running around other places and yelling loudly. I once asked them to not yell, but it was ineffective. I would have been completely embarrassed if it was my class behaving in that manner. In the same respect, I do understand the struggles of managing all of them and am grateful that I didn't have to take last year's class to the museum. Regardless...if my kids had behaved like that, we would have sat in the lobby instead.
We are taking one more field trip later this year and I am very excited about it. We head to a Christmas Tree Farm that sets up "A Little Bit of Texas Tour" for 4th graders about Texas settlements. My favorite part is the tetherball at lunch time...this is when I get to show all these 4th graders how to REALLY play tetherball. I should tell them to start practicing now.
We started out seeing an IMAX movie about Texas, which I really enjoyed. I sat next to Victor during this movie, which I also really enjoyed. He seemed to love the movie and also asking me which city every clip was of. After the IMAX, we had some time to view the exhibit before lunch. My kids broke off into their groups and went to work on their assignments. (Yes, they had an assignment!) There were specific parts of the exhibit that they had to answer questions about or compare to another part. As the teacher, I took the most difficult group of kids. They aren't necessarily badly behaved, but this group of kids tends to get over excited and that affects their behavior in a negative way. I took these guys for myself so I wouldn't have to later get onto them for not listening to the chaperons.
Overall, the reports from the chaperons were all wonderful! The kids were very well-behaved, followed the agreements we made about behavior in a museum, and represented our school positively. Now, we were not the only school at the museum. There was a school from another city who must have not discussed museum etiquette. While I had my group looking at part of an exhibit, this other group of kids pushed their way in front of my class and was grabbing everything. They were also running around other places and yelling loudly. I once asked them to not yell, but it was ineffective. I would have been completely embarrassed if it was my class behaving in that manner. In the same respect, I do understand the struggles of managing all of them and am grateful that I didn't have to take last year's class to the museum. Regardless...if my kids had behaved like that, we would have sat in the lobby instead.
We are taking one more field trip later this year and I am very excited about it. We head to a Christmas Tree Farm that sets up "A Little Bit of Texas Tour" for 4th graders about Texas settlements. My favorite part is the tetherball at lunch time...this is when I get to show all these 4th graders how to REALLY play tetherball. I should tell them to start practicing now.
Wednesday, October 15, 2008
Never Leave Victor Unattended
Today was one crazy day! We had school pictures and library time, along with rainy weather for 90% of the day. You have all figured out by now that craziness often means good blogs, as long as I'm not too tired to write it. Well, this was another interesting and humorous day in the world of Victor.
Because it was picture day, Victor didn't want to go to his usual class, but wanted to stay in class so he could go to pictures on time with us. I obliged and let him stay in class. During this time, my portable-buddy and I co-teach social studies (it's something we are "researching"). We were all in her classroom and while we were helping other students, Victor got loose. I turned around to find Victor twirling in Ms. H's chair and trying to use her computer. He thought it was perfectly fine. (If you remember, I wrote a blog warning teachers to never leave rolling chair unattended.) We talked about personal space, AGAIN, and how that space was not for him. With that settled...
Our pictures were scheduled for the science lab. The kids were all wonderful waiting in line and letting me fix their hair and make sure collars were in place. While waiting for everyone to finish, Victor made friends with the skeleton. At first he was holding hands with the skeleton and then using the skeleton's hands to poke people. I then turn around after some primping to see Victor with the skeleton's arm wrapped around his neck. He was trying to dance with the poor skeleton. If I had had a camera, this would have been a really cute picture. I was unable to stop laughing and admired Victor and what he truly brings to our class...a little bit of ridiculous humor.
Near the end of the day, I was again helping other students and turned around to find Victor behind my desk. This time he was playing with the trinkets I have on my filing cabinet. He removed one item and wanted to walk away with it, while he rearranged all the others. I tried to make a deal with Victor in order to play with it in the future, but he didn't really care for that. (He doesn't tend to like things for the future. He needs to talk about the present.) We'll talk about this again when I feel like he earns some time with the toy.
My goodness...trying to assist 20 kids and always keep an eye on Victor is my biggest challenge.
Because it was picture day, Victor didn't want to go to his usual class, but wanted to stay in class so he could go to pictures on time with us. I obliged and let him stay in class. During this time, my portable-buddy and I co-teach social studies (it's something we are "researching"). We were all in her classroom and while we were helping other students, Victor got loose. I turned around to find Victor twirling in Ms. H's chair and trying to use her computer. He thought it was perfectly fine. (If you remember, I wrote a blog warning teachers to never leave rolling chair unattended.) We talked about personal space, AGAIN, and how that space was not for him. With that settled...
Our pictures were scheduled for the science lab. The kids were all wonderful waiting in line and letting me fix their hair and make sure collars were in place. While waiting for everyone to finish, Victor made friends with the skeleton. At first he was holding hands with the skeleton and then using the skeleton's hands to poke people. I then turn around after some primping to see Victor with the skeleton's arm wrapped around his neck. He was trying to dance with the poor skeleton. If I had had a camera, this would have been a really cute picture. I was unable to stop laughing and admired Victor and what he truly brings to our class...a little bit of ridiculous humor.
Near the end of the day, I was again helping other students and turned around to find Victor behind my desk. This time he was playing with the trinkets I have on my filing cabinet. He removed one item and wanted to walk away with it, while he rearranged all the others. I tried to make a deal with Victor in order to play with it in the future, but he didn't really care for that. (He doesn't tend to like things for the future. He needs to talk about the present.) We'll talk about this again when I feel like he earns some time with the toy.
My goodness...trying to assist 20 kids and always keep an eye on Victor is my biggest challenge.
Tuesday, October 14, 2008
Education, Go Get It!
We recently had a special week at school called, "Education, Go Get It Week!" It was meant to show our kids that they need some type of education to 'survive' in an adult world and that they are each capable of receiving some type of secondary education. I think this is all a wonderful idea and in fantasy land, it's even better, but I don't work at Fantasy Land Academy.
I teach at a school where most of the parents did not attend college and work somewhere that has minimal potential for advancement. These children might know someone who went to college, but it is probably not a close connection that provides positive support for them. Before I say too much, let me remind you that we do have many parents who attended college and have careers (rather than jobs), but the majority of our parents do not.
We have been reinforcing the fact that even if you don't think you can afford college, there are plenty of ways to pay for it. This is where I see a problem. I was raised in a middle class family with parents who had careers and could afford some luxuries. Regardless of this, paying for college was still difficult. My parents will be paying for my college for years to come, as will I. I know that I still have at least a decade of loan payments ahead of me and my parents probably have the same. This is something that many people would struggle with. I struggle with it and I do have a steady income. How am I supposed to honestly tell my class that they can afford college regardless of anything else? Yes, there are scholarships out there, but not as many as people claim. At least that's what I noticed 5 years ago when I was looking for them. I feel this is all false hope for these kids. Hopefully they will all prove me wrong in 9-10 years!
I teach at a school where most of the parents did not attend college and work somewhere that has minimal potential for advancement. These children might know someone who went to college, but it is probably not a close connection that provides positive support for them. Before I say too much, let me remind you that we do have many parents who attended college and have careers (rather than jobs), but the majority of our parents do not.
We have been reinforcing the fact that even if you don't think you can afford college, there are plenty of ways to pay for it. This is where I see a problem. I was raised in a middle class family with parents who had careers and could afford some luxuries. Regardless of this, paying for college was still difficult. My parents will be paying for my college for years to come, as will I. I know that I still have at least a decade of loan payments ahead of me and my parents probably have the same. This is something that many people would struggle with. I struggle with it and I do have a steady income. How am I supposed to honestly tell my class that they can afford college regardless of anything else? Yes, there are scholarships out there, but not as many as people claim. At least that's what I noticed 5 years ago when I was looking for them. I feel this is all false hope for these kids. Hopefully they will all prove me wrong in 9-10 years!
Friday, October 10, 2008
It won't work!
This week, we began working on division with remainders. Most kids picked it up fairly quickly and the others got it a few minutes later. But, there was one kid who did not get it...poor Victor. As I wrote down a problem on the board and waited for the kids to solve, Victor shouted, "It won't work!"
Me: "I know it won't be even. That is what we are practicing."
V: "'No, it doesn't work. You can't do it."
Me: "You can do it, but you will have some leftovers."
V: "No. 31 and 4 don't work." (Keep in mind I used 31 because it's his favorite number and thought he would like the problem.)
Me: "I know. 4 can go into 31 some. How many times can it go in?"
V: "7, but it's not even!"
Me: "There you go. How many are left over?"
V: "It doesn't work."
Me: "It's not even. There are leftovers. That is what we are learning. So how many are left over?"
V: "3, but it's not even."
Me: "There you go. What's the whole answer?"
V: "7 remainder 3, but it doesn't work because it's not even."
Me: "So what is the answer again?"
V: "7 remainder 3"
Me: "Good job, you got it!"
V: "It's not even!"
We continued more practice and I had this discussion for each problem we did! He knew the answers, but didn't like "uneven-ness". We'll see how the follow-up lesson goes on Monday and see if he's learned to cope with the remainders by then.
Me: "I know it won't be even. That is what we are practicing."
V: "'No, it doesn't work. You can't do it."
Me: "You can do it, but you will have some leftovers."
V: "No. 31 and 4 don't work." (Keep in mind I used 31 because it's his favorite number and thought he would like the problem.)
Me: "I know. 4 can go into 31 some. How many times can it go in?"
V: "7, but it's not even!"
Me: "There you go. How many are left over?"
V: "It doesn't work."
Me: "It's not even. There are leftovers. That is what we are learning. So how many are left over?"
V: "3, but it's not even."
Me: "There you go. What's the whole answer?"
V: "7 remainder 3, but it doesn't work because it's not even."
Me: "So what is the answer again?"
V: "7 remainder 3"
Me: "Good job, you got it!"
V: "It's not even!"
We continued more practice and I had this discussion for each problem we did! He knew the answers, but didn't like "uneven-ness". We'll see how the follow-up lesson goes on Monday and see if he's learned to cope with the remainders by then.
Wednesday, October 8, 2008
Can I wear your glasses?
I have a student who has an obsession with glasses. He wants to know why people wear them (each one specifically), when are they going to get Lasik, and if he can wear their glasses. At times, this can be quite funny and at other times, it's quite annoying. Some things that are a part of his obsession are as follows:
- Continually asks me why I don't want Lasik. "It's not a big deal. A surgeon does it quick and easy. He just opens your eye and fixes it."
- Wants to wear my glasses, or my mom's when she visited, or anybody else's that are within his reach. He will almost steal them in order to try them on if I leave mine laying around.
- Once wore a pair of glasses to school that were not his. He told everyone they were his, but mom said they were not and she had no idea where he got them from.
- Wants to know the day people got Lasik if they did (or if they aren't wearing their glasses for some reason that day).
- Wants to know if every first grader is the little brother of a kid in our class who wears glasses.
Today he was trying to wear my glasses because they were temporarily left unattended on my desk. When I told him he should ask before picking things up, he asked, asked again, asked again and again until I couldn't stop laughing. When I said no he could not wear my glasses, he was trying to see through them without putting them on. He looked through the front and then through the correct side. He was so interested in what it feels like to wear my glasses. I have to keep an eye on where they are so they don't disappear at a random moment.
- Continually asks me why I don't want Lasik. "It's not a big deal. A surgeon does it quick and easy. He just opens your eye and fixes it."
- Wants to wear my glasses, or my mom's when she visited, or anybody else's that are within his reach. He will almost steal them in order to try them on if I leave mine laying around.
- Once wore a pair of glasses to school that were not his. He told everyone they were his, but mom said they were not and she had no idea where he got them from.
- Wants to know the day people got Lasik if they did (or if they aren't wearing their glasses for some reason that day).
- Wants to know if every first grader is the little brother of a kid in our class who wears glasses.
Today he was trying to wear my glasses because they were temporarily left unattended on my desk. When I told him he should ask before picking things up, he asked, asked again, asked again and again until I couldn't stop laughing. When I said no he could not wear my glasses, he was trying to see through them without putting them on. He looked through the front and then through the correct side. He was so interested in what it feels like to wear my glasses. I have to keep an eye on where they are so they don't disappear at a random moment.
Tuesday, October 7, 2008
BrainPop
As a teacher, there are many resources available. As a new teacher, it sometimes takes a bit of time to discovery everything you might need to use as a resource in one year...it is a never-ending process. Well, one resource I did discover quite quickly was Brain Pop! If you don't know anything about Brain Pop, let me clue you in to this amazing site...
As a 4th grade teacher, a site like this can help me teach EVERYTHING! Let me clarify...it can help me teach clouds to division, blogging to writing about senses, and health to art/music (which I don't teach, but could if I wanted to). The kids LOVE these videos. There is a regular site and Jr. site and my kids know the names of the hosts for both shows. After each video (which are usually 3 minutes or less), there is a quiz that you can take there or print out. The Jr. site even has reading connections for each topic along with a choice of easy or hard quiz.
There is no limit to what this site can teach. I can imagine, just like any other teaching resource, that it is work-in-progress and topics are always being added to the site. The kids love the simplicity of Brain Pop Jr. and I love the depth of Brain Pop. I know that Brain Pop saved my inferencing lesson today during reading time.
Unfortunately, this is a subscription only website, but if your school won't purchase it for you, it is well worth the individual purchase price! Maybe I could send Brain Pop this blog and see if they'll send me something for free...hmmmm?
As a 4th grade teacher, a site like this can help me teach EVERYTHING! Let me clarify...it can help me teach clouds to division, blogging to writing about senses, and health to art/music (which I don't teach, but could if I wanted to). The kids LOVE these videos. There is a regular site and Jr. site and my kids know the names of the hosts for both shows. After each video (which are usually 3 minutes or less), there is a quiz that you can take there or print out. The Jr. site even has reading connections for each topic along with a choice of easy or hard quiz.
There is no limit to what this site can teach. I can imagine, just like any other teaching resource, that it is work-in-progress and topics are always being added to the site. The kids love the simplicity of Brain Pop Jr. and I love the depth of Brain Pop. I know that Brain Pop saved my inferencing lesson today during reading time.
Unfortunately, this is a subscription only website, but if your school won't purchase it for you, it is well worth the individual purchase price! Maybe I could send Brain Pop this blog and see if they'll send me something for free...hmmmm?
Monday, October 6, 2008
Christmas in October
Last week, I received an e-mail from one of my professors from college. I had e-mailed her asking for recommendations for beginning of the year chapter books. She finally e-mailed back responding with some recommendations and also asking for my school address so she could send me some books for book clubs. I was already thanking her before I received anything. I figured she might have some older books that she might need to clean out of her closet.
Today when I went to the lounge for lunch, I was looking through the packages that came in the mail. I rarely get anything, but love to look anyway. As I was browsing the packages today, there was one for me. I knew I hadn't ordered anything from Amazon and wasn't sure what the box was. As I was opening, I noticed sets of books. This meant sets of books for book clubs. I immediately knew who these were from. Let me restate that I thought my professor was sending me used books she needed to get rid of. Now let me clarify that I received 9 BRAND NEW book SETS (of 4) from Amazon. The receipt was in the box and I could not and cannot get over the fact that she ordered and had these books sent to me. It was something I would never ask anyone to do and she was generous without thought. I knew she was a special lady before she sent me these books, but this reaffirmed my thoughts. I know she did it because she loves me, but more importantly, she did it so my kiddos will have great books to read...considering she was THE READING GURU.
This was one moment in my life when I was touched by overwhelming kindness. I don't know what I'll do in order to demonstrate my appreciation.
P.S. - If you haven't already figured out, I had the best professors in college that anyone could EVER have!!!
Today when I went to the lounge for lunch, I was looking through the packages that came in the mail. I rarely get anything, but love to look anyway. As I was browsing the packages today, there was one for me. I knew I hadn't ordered anything from Amazon and wasn't sure what the box was. As I was opening, I noticed sets of books. This meant sets of books for book clubs. I immediately knew who these were from. Let me restate that I thought my professor was sending me used books she needed to get rid of. Now let me clarify that I received 9 BRAND NEW book SETS (of 4) from Amazon. The receipt was in the box and I could not and cannot get over the fact that she ordered and had these books sent to me. It was something I would never ask anyone to do and she was generous without thought. I knew she was a special lady before she sent me these books, but this reaffirmed my thoughts. I know she did it because she loves me, but more importantly, she did it so my kiddos will have great books to read...considering she was THE READING GURU.
This was one moment in my life when I was touched by overwhelming kindness. I don't know what I'll do in order to demonstrate my appreciation.
P.S. - If you haven't already figured out, I had the best professors in college that anyone could EVER have!!!
Friday, October 3, 2008
Summon the Beast
It was my day back after 2 sick days. I felt like a celebrity! My kids were ecstatic that I was back and other teachers asked me all day how I was feeling. Some acted like I had been diagnosed with SARS and others were were just glad I was back and "healthy". I'm not going to lie, it was a bit hard to be back all day. It took a lot of energy out of me and my kids, although grateful for my return, weren't so cooperative all day. I was very happy that I only had to return for one day and then the weekend would be in full swing.
Of course in the midst of trying to stay alive today, there was some humorous "activity". The books that my class were so patiently waiting on arrived today and were waiting for them on their desks when they walked in this morning. One student ordered a book that sparked interest in many students. He took it to lunch so they could read it. While walking out of lunch, they were holding up a piece of paper to the sky. I tried looking at it to see what they were seeing and it must be a kid thing; I couldn't see anything! "What's it for?" I asked. "Summoning the beast," replied Juan. "WHAT? What beast are you talking about?" "The one from my book." "Okay, whatever."
During recess, I observe a group of student gathered around Juan and his popular book. They seem to be dancing around and and doing some strange behaviors. I know they are goofy 4th graders and do goofy things, so I didn't ask much about it. When I called the class to line up for recess, they were still trying to summon the beasts. My co-worker is very concerned about this and tried to warn them of what might happen when the beast arrives. I just thought it was funny.
I thought it was done with for the day, but I was wrong. During Writers' Workshop time, we had some drama (some vomit was spewed in my classroom). While I was responding to this, a few girls got their hands on this book in which you can supposedly summon the beast. I got onto them for not working on writing and then Juan comes over and asks who was misusing his book. I let him know and then he lets me know that he's actually kind of scared of the beast he's been summoning all afternoon.
J: "Ms. L, I'm a little scared of the beast."
Me: "Why?"
J: "Because when I get home from school off the bus, I have to walk a long way to my house by myself. What happens if the beast comes then?"
Me: "I don't know. I think you'll have to read your book and see if there's something you can do to protect yourself when the beast comes."
This provided quite a bit of entertainment throughout the day...enough to keep me going through not so great health. I love my class!
Of course in the midst of trying to stay alive today, there was some humorous "activity". The books that my class were so patiently waiting on arrived today and were waiting for them on their desks when they walked in this morning. One student ordered a book that sparked interest in many students. He took it to lunch so they could read it. While walking out of lunch, they were holding up a piece of paper to the sky. I tried looking at it to see what they were seeing and it must be a kid thing; I couldn't see anything! "What's it for?" I asked. "Summoning the beast," replied Juan. "WHAT? What beast are you talking about?" "The one from my book." "Okay, whatever."
During recess, I observe a group of student gathered around Juan and his popular book. They seem to be dancing around and and doing some strange behaviors. I know they are goofy 4th graders and do goofy things, so I didn't ask much about it. When I called the class to line up for recess, they were still trying to summon the beasts. My co-worker is very concerned about this and tried to warn them of what might happen when the beast arrives. I just thought it was funny.
I thought it was done with for the day, but I was wrong. During Writers' Workshop time, we had some drama (some vomit was spewed in my classroom). While I was responding to this, a few girls got their hands on this book in which you can supposedly summon the beast. I got onto them for not working on writing and then Juan comes over and asks who was misusing his book. I let him know and then he lets me know that he's actually kind of scared of the beast he's been summoning all afternoon.
J: "Ms. L, I'm a little scared of the beast."
Me: "Why?"
J: "Because when I get home from school off the bus, I have to walk a long way to my house by myself. What happens if the beast comes then?"
Me: "I don't know. I think you'll have to read your book and see if there's something you can do to protect yourself when the beast comes."
This provided quite a bit of entertainment throughout the day...enough to keep me going through not so great health. I love my class!
Thursday, October 2, 2008
They Miss Me!
I received a phone call today from my portable-mate at school. She had a few things to tell me, one of them being that my class keeps asking when I'm coming back. It makes me feel better just knowing they miss me.
I will hopefully be returning to school tomorrow, as long as I am fever-free when I wake up in the morning.
I will hopefully be returning to school tomorrow, as long as I am fever-free when I wake up in the morning.
Wednesday, October 1, 2008
My First Sick Day
The worst thing in the world, to me as of right now, is waking up and realizing you are too sick to go to work. That's what happened to me this morning. Once I was out of the shower, I realized that I just can't make it. With most jobs, it's no biggie...you just call in sick. With teachers, it's much different. There are 22 little people relying on you. Luckily, I have a great portable-mate who took care of everything for me so I wouldn't have to drive to school to make lesson plans for the day. And I also have an aid who is able to teach if needed. I'm not really sure what was done, but I'm sure it all went fine.
Unfortunately, I am unable to go to school again tomorrow because I have strep throat. This also means that there is no reason for a blog update tomorrow. Hopefully I'll be back at school on Friday.
Unfortunately, I am unable to go to school again tomorrow because I have strep throat. This also means that there is no reason for a blog update tomorrow. Hopefully I'll be back at school on Friday.
Tuesday, September 30, 2008
Is that private?
If you're wondering about the title and how appropriate the upcoming anecdotes might be, you're on the right track. Hopefully you've been keeping up with things and are familiar with my student named Victor. He is a special kid...in my heart and in spirit. So the story begins...
We were in the hallway. I was talking about hallway expectations (silence and standing in a line) when Victor started on his questioning rampage. I answered the first few and then when he went to hug me...this is something he likes to do to teachers--hug all of a sudden (kind of like pouncing on his prey). We're working on "personal space" and how that is not okay. He continues to hug randomly. And when I say hug, I mean wrap his arms completely around you and squeeze a little. I have to pry him off sometimes, as I see my aid doing as well. Well, our hugging and questioning session needed to stop because we needed to follow those hallway expectations. This is when his questioning took a turn for the worst. Please remember that Victor is one of those students who must have his questions answered. It's part of his charm and will not settle until he has all the answers he wants.
V: "Is there okay to touch?" (point at one of my breasts)
Me: "No, that's personal space. It is not okay for you to touch."
V: "Is that personal space?" (pointing to the other breast)
Me: "Yes, it is also personal space and not okay to touch."
V: "Is that private?" (point to the original breast)
Me: "Yes! It is part of my body that you may not touch. It is inappropriate to touch people in their privates or anywhere they think is personal space."
V: "Is that private?" (pointing to the other breast)
Me: "Yes, that is also private. I need you to get back in line. This is my space and you may not violate it."
V: "Is that private?" (pointing somewhere else...just think about it)
Me: "Yes, it is very private."
V: "Why are they called our privates?"
Me: "Because they are only for us. We don't show or touch our friends there."
V: "What happens if I touch you there?"
Me: "I WRITE YOU UP!"
V: "What do you mean?"
Me: "I mean I will write you a referral and you will go to the principal's office. That is not okay at all. It's not okay for teachers or your friends."
V: "What happens when you get a referral?"
Me: "You are aware of what happens. I need you to return to line. We can talk about this later if you would like."
I never thought I would have to have this conversation with a 4th grader, because they are usually aware of these things by now, but...Victor doesn't fit into the mold of the other 4th graders. If I hadn't had this conversation with him, he might have gone around touching and asking other people if their parts were private and in their personal space. It's never a boring day when Victor is in class.
We were in the hallway. I was talking about hallway expectations (silence and standing in a line) when Victor started on his questioning rampage. I answered the first few and then when he went to hug me...this is something he likes to do to teachers--hug all of a sudden (kind of like pouncing on his prey). We're working on "personal space" and how that is not okay. He continues to hug randomly. And when I say hug, I mean wrap his arms completely around you and squeeze a little. I have to pry him off sometimes, as I see my aid doing as well. Well, our hugging and questioning session needed to stop because we needed to follow those hallway expectations. This is when his questioning took a turn for the worst. Please remember that Victor is one of those students who must have his questions answered. It's part of his charm and will not settle until he has all the answers he wants.
V: "Is there okay to touch?" (point at one of my breasts)
Me: "No, that's personal space. It is not okay for you to touch."
V: "Is that personal space?" (pointing to the other breast)
Me: "Yes, it is also personal space and not okay to touch."
V: "Is that private?" (point to the original breast)
Me: "Yes! It is part of my body that you may not touch. It is inappropriate to touch people in their privates or anywhere they think is personal space."
V: "Is that private?" (pointing to the other breast)
Me: "Yes, that is also private. I need you to get back in line. This is my space and you may not violate it."
V: "Is that private?" (pointing somewhere else...just think about it)
Me: "Yes, it is very private."
V: "Why are they called our privates?"
Me: "Because they are only for us. We don't show or touch our friends there."
V: "What happens if I touch you there?"
Me: "I WRITE YOU UP!"
V: "What do you mean?"
Me: "I mean I will write you a referral and you will go to the principal's office. That is not okay at all. It's not okay for teachers or your friends."
V: "What happens when you get a referral?"
Me: "You are aware of what happens. I need you to return to line. We can talk about this later if you would like."
I never thought I would have to have this conversation with a 4th grader, because they are usually aware of these things by now, but...Victor doesn't fit into the mold of the other 4th graders. If I hadn't had this conversation with him, he might have gone around touching and asking other people if their parts were private and in their personal space. It's never a boring day when Victor is in class.
Monday, September 29, 2008
Editing
Today we talked about editing and peer conferences. I introduced the 3 steps we were going to use for editing and how to go through each step. Using the 6 traits of writing, they would first look in their paper for certain things for ideas and organization, then word choice and voice, and lastly sentence fluency and conventions. Each step had some steps within. They were to do the steps themselves, then with a buddy, and then conference with me. It seems pretty straightfoward, but of course, there were always more questions. I don't mind questions because then I know the kids are trying to understand. I 100% prefer it to the students who sit at their desk because, "I don't know what to do." Unfortunately, I have a questioner who never gets anything...even the answers I give him.
R: "What do I do now?"
Me: "You need to look at your paper for these things. Once you see them and check for mistake or things you need to change, sign your name on that line."
R: "So, I just sign my name on this line?"
Me: "No. You need to check for these 3 things in your paper first. Do not sign your name until you have done that."
R: "I'm going to sign my name."
Me: "NO. You need to read your lead, conclusion, and the middle first."
R: Moves to sign his paper.
Me: "Wait! You need to underline your lead in red."
R: Underlines whatever he feels like (or so it looks).
Me: "What did you underline? Where is your lead?"
R: "What are you talking about?"
Me: "Remember last week, we talked about engaging leads. We even hung a poster on the wall and looked for them in books we were reading. We were all supposed to be writing our leads for our paper last week."
R: "What do you mean?"
Me: "Does your lead (I point) use one of our types listed on that poster?"
R: "What poster?"
Me: I go point and begin reading some of them.
R: "What am I supposed to do?"
Me: "You need to read the lead types and figure out which you want to use. How about dialogue??" (I give example specifically for his paper.)
R: "Where am I supposed to write it?"
Me: "Right here between the lines. We leave these lines to have space for changes later."
R: "But I can't write there, I have to write on every other line."
Me: "I know, but that space is there so we can use it when we need it...like right now."
R: "What?"
Me: "Go sit down and ask a friend what you're supposed to do!"
R: "What do I do now?"
Me: "You need to look at your paper for these things. Once you see them and check for mistake or things you need to change, sign your name on that line."
R: "So, I just sign my name on this line?"
Me: "No. You need to check for these 3 things in your paper first. Do not sign your name until you have done that."
R: "I'm going to sign my name."
Me: "NO. You need to read your lead, conclusion, and the middle first."
R: Moves to sign his paper.
Me: "Wait! You need to underline your lead in red."
R: Underlines whatever he feels like (or so it looks).
Me: "What did you underline? Where is your lead?"
R: "What are you talking about?"
Me: "Remember last week, we talked about engaging leads. We even hung a poster on the wall and looked for them in books we were reading. We were all supposed to be writing our leads for our paper last week."
R: "What do you mean?"
Me: "Does your lead (I point) use one of our types listed on that poster?"
R: "What poster?"
Me: I go point and begin reading some of them.
R: "What am I supposed to do?"
Me: "You need to read the lead types and figure out which you want to use. How about dialogue??" (I give example specifically for his paper.)
R: "Where am I supposed to write it?"
Me: "Right here between the lines. We leave these lines to have space for changes later."
R: "But I can't write there, I have to write on every other line."
Me: "I know, but that space is there so we can use it when we need it...like right now."
R: "What?"
Me: "Go sit down and ask a friend what you're supposed to do!"
Wednesday, September 24, 2008
"Ms. L, you were right...
Peanut really was sad because somebody did take his nuts."
This didn't surprise me, because I'm always right.
That's all I've got for today. I'm going to take my pulled leg muscle and lay on the couch!
This didn't surprise me, because I'm always right.
That's all I've got for today. I'm going to take my pulled leg muscle and lay on the couch!
Tuesday, September 23, 2008
Can I use this book?
Today we were working on a lesson about leads. I gave my class directions to choose a fiction chapter book and find the different types of leads on our graphic organizer. Write down the lead and the name of the book. I gave more directions during the lesson, but that's all you need to know right now. Even after directions are given, there are ALWAYS more questions...from the SAME kids every time!
I had one student approach me, Richard, and ask, "Ms. L, Can I use this book?"
Me: "You need to use a fiction book. That book is nonfiction."
R: "What is fiction and nonfiction again?"
Me: "Class, fiction means...? Nonfiction means...?" (They answer in chorus.)
R: "So, this book is fiction?"
Me: "No. Fiction means not true. Nonfiction means fact."
R: "So, I can use this book?"
Me: "No. Your book is nonfiction. You need to use a fiction book. Try a Goosebumps book."
R: "I need a fiction book?"
Me: "Yes!"
R: "That means I can use this one?"
Me: "No. You need to take this book and use it. It is a fiction book."
R: "So, what kind of book do I need?"
Me: "I think you need to ask a friend. I have other people that need help."
This might not even be all of the conversation, but I feel like I'm talking to a wall when I'm having a conversation with this student. When I talk to Richard, other kids in my class even start shouting the answer and directions at him. I redirect those who are shouting at him, but in my mind saying, "SERIOUSLY?!?!?! If they are telling him, I can save my sanity."
I had one student approach me, Richard, and ask, "Ms. L, Can I use this book?"
Me: "You need to use a fiction book. That book is nonfiction."
R: "What is fiction and nonfiction again?"
Me: "Class, fiction means...? Nonfiction means...?" (They answer in chorus.)
R: "So, this book is fiction?"
Me: "No. Fiction means not true. Nonfiction means fact."
R: "So, I can use this book?"
Me: "No. Your book is nonfiction. You need to use a fiction book. Try a Goosebumps book."
R: "I need a fiction book?"
Me: "Yes!"
R: "That means I can use this one?"
Me: "No. You need to take this book and use it. It is a fiction book."
R: "So, what kind of book do I need?"
Me: "I think you need to ask a friend. I have other people that need help."
This might not even be all of the conversation, but I feel like I'm talking to a wall when I'm having a conversation with this student. When I talk to Richard, other kids in my class even start shouting the answer and directions at him. I redirect those who are shouting at him, but in my mind saying, "SERIOUSLY?!?!?! If they are telling him, I can save my sanity."
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